Lesson 16:PSA (Public Service Announcement)

• Rationale: to incorporate the social justice component of critical literacy; to give a space for student voice; to end the unit with hope and possibility
  • In groups of 2-4, students will create public service announcement based on the theme
  • Students will create video spots based on a text theme that resonates with them with reference to characters from the play or as applied to their life
  • Should use conventions of the medium i.e. varying lights, shoots
• 10 min to introduce/discuss the rubric
• Remainder of the class given to work on brainstorm ideas and story board the shots

Lesson 17: Finishing the Play and Introducing Play

• 20-25 min of whole class reading of pages 92 – 104 (The appearance of Nanabush and death of Marie Adele )
• 10 – 15 min to discuss themes of death, birth, marriage and love ( questions in appendixes)
• 10-15 min to introduce Bill Hill through his biography and re- reading of “ London Beat”(2011) article and discussion about his work in the play’s production and how it can help Aboriginal youth
  • Ask students to discuss and write questions about how the play helped Bill to address his and his father’s journey to recognize their “Indian-ness” (London Beat, May 2011, paragraph 2,13)
  • Examination of the London Beat article. Ask students to discuss the Beat’s description of the play. What was Israel’s focus? Is anything important missing? If you were asked to write a review or article, what would you want people to know about the play? How does the article’s form dictate its content? Whose is being heard and whose voice is missing? Where are the students’ / actors’ voices?
  • What is Bill Hill’s main message throughout his interview? (Students should pick up on how the play’s production allows Saunders’ First Nations students to “express their culture in a school setting” (6). Bill even says that the play’s production serves as a measure of Thames Valley’s readiness for “culture and education” to come together (6).
  • Questions will be handed in to teacher and sent to Bill so that he can further tailor his presentation to class’s interests
• PSA presentations for the remainder of period
• Homework: 105- 118( Returning to the Rez and the Beginning)
  • Inform students that their quiz next lesson will cover Act 2 , therefore the material assigned for homework

Lesson 18: Quiz/Presentations

• Second KICA quiz that covers Act 2
• Finishing the presentations

Lesson 19: Students' Voice, Sharing & Wrap Up

• Topic and focus of this lesson: Summary and review of the concepts and activities pursued during the last 4 weeks
  • Broad goals to which this lesson contributes:Speaking to Communicate , Reflecting on Skills and strategies ( metacognition)
  • Specific outcomes for this lesson: OC: 1.2, 1.6, 2.1, 2.2, 2.4, 2.6, 3.1, 3.2

1. Revisiting the KWL chart. By reviewing their prior knowledge ( K) and what they wanted to know ( W), students can reflectively write about what they learned from the unit ( L)
2. Share and Compare: students speak about their individual gains from the unit and learning about First Nations culture and issues. Compare it with other students' gains.
3. Most and Least Favourite: students express their opinions on what they liked or disliked about the last 4 weeks learning experience.
4. Questions and Answers time: students raise any questions or doubts that they have relating to the themes, activities, assignments, or interactions that happened during the last 4 weeks.
5. Students may also use this opportunity to discuss how their essays are going and raise any questions of the class

1. What are the things you learned in this Unit?
2. Did you relate to the themes of the play? Which themes in particular?
3. Which learning experience did you liked the best, which the least in this Unit?
4. Would you like to share any of the written reflection with the rest of the class?

Lesson 20: Bill Hill

• 5 min to hand in essays
• Bill Hill discussion about his experience learning about First Nations culture but also how it shares similarities with other cultures
• Students will pose questions relevant to them and First Nations youth
  • What are the some resources are available to youth with mental health issues in London
  • Where do you go when you can’t stay at home?
  • Where do youth go for resiliency? Their friends, culture, other family members? etc.
• Teachers should also participate in the talk by asking questions about resiliency and optimism within First Nations futures , particularly for First Nations youth and all youth
• Student(s) to introduce and thank Bill Hill for his time
• Debrief

Week 1

Week 2

Week 3